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Academic achievement of Quebec CEGEP and Ontario high school graduates at university
No full textResearch was conducted to examine how Quebec CEGEP graduates were performing at university at the end of the first semester in comparison to Ontario high school graduates. The Quebec CEGEP is a public institution for pre-university and career education after grade eleven necessary for Quebec residents to gain admission to Quebec universities. Records of 296 new full-time university students from Quebec CEGEPs and Ontario high schools attending Bishop's University were analysed; 159 from Ontario and 136 from Quebec. Performance at university was measured according to average mark change from admission to the end of the first semester at university, where performance would be most influenced by the students’ previous educational background. Overall, Quebec students were found to be performing significantly better than their Ontario peers.The mark drop was lower for students from Quebec within most breakdowns by major disciplines and mark ranges. Comparisons were made between students from French and English CEGEPs attending university. Notwithstanding the fact that they studied in a second language, students from French CEGEPs performed as well as students from English CEGEPs in all divisions.
In an effort to establish why students from Quebec CEGEPs were achieving better academically than students from Ontario, a survey of study skills and habits was conducted. There were 146 respondents, equally divided among graduates from Quebec CEGEPS and Ontario high schools. Seventeen study skills and habits were surveyed.
These variables relating to study skills, together with age, gender, first time away from home, average entrance mark, and province of origin, were regressed on first term average marks at university. The findings demonstrate that marks on admission, specific study skills, and province of origin are significant predictors of marks at the end of the first semester of university. Significant predictors of first term average marks were: ability not to be distracted from studies, ease of adjustment to university studies, perception of library skills, goal setting habits, test-taking abilities, and overall preparation for university studies.
The greatest difficulty in adjusting to the demands of university studies most frequently listed by Quebec CEGEP students (36%) was university workload, while the greatest difficulty most frequently listed by students from Ontario high schools (47%) was the problem of resisting distractions from studies and class attendance (i.e., time management).Cette recherche avait pour but de comparer la performance académique des diplômés des Cégeps du Québec et des diplômés du niveau secondaire de l’Ontario à la fin d’un premier semestre universitaire. Le Cégep est une institution publique postsecondaire orientée vers la formation générale pré-universitaire et vers la formation professionnelle. Les résultats de 296 nouveaux étudiants a temps complet de l’université Bishop’s provenant des Cégeps (n=136) et des écoles secondaires de l’Ontario (n=159) ont été analysés. La performance académique a été mesurée en tenant compte de la différence entre la moyenne de l’étudiant lors de l’admission à l’université et la moyenne obtenue à la fin du premier semestre universitaire alors que l’éducation antérieure aurait un effet plus important sur les résultats. En général les étudiants du Québec ont démontré un taux de réussite significativement supérieur à celui des étudiants de l’Ontario. La baisse dans les notes obtenues était plus faible pour les étudiants du Québec et ce, dans la majorité des divisions par disciplines majeures et par écart de notes. Des comparaisons ont aussi été faites entre les étudiants provenant de Cégeps anglophones et de Cégeps francophones. En dépit du fait qu’ils étudiaient en anglais, les étudiants des Cégeps francophones ont démontré un taux de réussite équivalent à celui des étudiants des Cégeps anglophones dans toutes les divisions.
Un sondage a été utilisé pour tenter de comprendre pourquoi les étudiants' des Cégeps du Québec (n=73) ont une performance académique supérieure à celle des étudiants de l’Ontario (n=73). Une analyse de régression a permis de comparer 17 techniques et habitudes de travail intellectuel, l’âge, le genre, le premier séjour loin du milieu familial, les notes à l’admission, la province d’origine à la moyenne obtenue à la fin du premier semestre universitaire. Les résultats démontrent que la moyenne à l’admission, certaines techniques d’étude et la province d’origine permettent de prédire de façon significative la moyenne académique à la fin du premier semestre universitaire. Des variables telles la capacité de concentration à l’étude, la facilité d’adaptation aux études universitaires, la perception des techniques de bibliothèque, les habitudes de formation d’objectifs, les aptitudes relatives aux examens et la préparation générale à des études universitaires peuvent servir d’indices de prédiction de la moyenne de l’étudiant au premier semestre universitaire.
Au sujet de l’adaptation aux demandes d’études universitaires, la charge de travail à l’université a été la difficulté majeure mentionnée par les étudiants des Cégeps du Québec (36%) alors que les étudiants de l’Ontario (47%) ont souligné le problème de résister aux distractions face aux études et la présence aux cours (aménagement du temps).© Norma Joan Siddiqui, 199
Using physical education to change student behaviour: a model concentrating on human needs rather than fitness and sport skill development for teaching behavioural goals to at-risk youth
Full text linkThe purpose of the school is changing; it is still a place of academic learning but, the need for learning social skills is becoming increasingly important. It is important for students considered At-Risk to be in programs where they can acquire effective behavioural goals, an essential social skill for these students. Thus educators must find appropriate programs that have these goals as objectives. By examining the elements that create At-Risk students and looking at the types of curricula and teaching methods that have been successful in improving their behaviour, it may be possible to develop a program that will be effective in encouraging these students to acquire appropriate skills that indicate that the goals have been attained.
This study used Hellison's At-Risk Youth Program as a model to teach a group of elementary school students, with an emphasis on the At-Risk students, appropriate behaviour skills in their Physical Education class. The study was conducted for a three month period during which the students were
encouraged to set their own goals and attempt to reach them. Their results were recorded by both the students and their teacher with an outside observer video taping an occasional session to provide an unbiased assessment of student behaviour to reinforce the results analysis.
Qualitatively, the students gave the program a positive evaluation and responded positively to the program. The teachers, particularly the teacher of the large proportion of the At-Risk students, noted improved social skills in the students, most notably in the relationship the students had with staff members.
It was important to the students, primarily the At-Risk students, to have a goal and to be able to see their own improvement and have it reinforced by the teacher.
The quantitative results showed a significant increase in the mean values of program levels chosen for the not At-Risk population from both the teacher's and the student's data. A significant increase in the mean values of the levels chosen for the At-Risk population was indicated only by the teacher's data. The lack of results from the student's data may have been the result of the short duration of the study. A longer study period might have provided more convincing positive results, particularly quantitatively.
It is also recommended that this program be used in other school settings because of shared teacher expertise, regular programming for special education students, ease of integration, and improved social skills, particularly between At-Risk students and staff members.Le but de l'école évolue constamment; c'est toujours un lieu d'apprentissage mais le besoin d'apprendre des habiletés sociales prend une importance grandissante. Il est important pour les élèves considérés à risque de participer dans des programmes dans lesquels ils peuvent développer des comportements appropriés, des habiletés sociales essentielles. Les enseignants éducateurs doivent identifier des programmes appropriées qui ont ces comportements comme objectifs. En examinant les facteurs qui contribuent à rendre des élèves à risque, ainsi que les types de programmes d'études et méthodes d'enseignement qui ont eu du succès à améliorer leurs comportements, il importe de développer un programme qui encouragera ces élèves à acquérir des habiletés appropriées et aussi qui indiquent que les objectifs fixés ont été atteints.
Cette étude a utilisé comme modèle le programme d'Hellison (Hellison's at Risk Youth Program) pour enseigner à des élèves de l'élémentaire d'une classe d'éducation physique des comportements appropriés, avec une attention particulière aux élèves à risque.
L'étude s'est déroulé sur une période de trois mois durant laquelle les élèves devaient fixer leurs propres objectifs et étaient encouragés de les atteindre. Les résultats furent compilés par les élèves et leurs professeurs et un observateur a enregistré sur vidéo quelques sessions afin de fournir une évaluation impartiale du comportement des élèves et d'appuyer les résultats de l'analyse.
Les élèves ont à la fois évalué la qualité du programme et y ont participé de façon positive. Les professeurs, en particulier, le professeur ayant le plus d'élèves à risque, ont noté une amélioration dans les habiletés sociales chez les élèves, plus particulièrement dans les relations des élèves avec le personnel enseignant. Avoir un but, d'en constater le progrès et d'être encouragé par le personnel enseignant ont été d'une grande importance pour les élèves, surtout ceux à risque.
Les résultats quantitatifs démontrent une augmentation significative dans les valeurs moyennes du niveau des programmes choisis pour les élèves considérés non à risque et ce par le personnel enseignant et par les élèves.© Michelle Labbett Dawson, 199
The poor law in Gort, County Galway, Ireland, during the Great Famine: a case study
Full text linkThe beginning of the nineteenth century in Europe marked a significant change in agriculture, industry and, consequently, peoples' lives. They began leaving rural areas in large numbers and congregating in cities. In these new centres of industry the parish structure was no longer adequate to relieve the distress of its poorer members. This process forced governments to implement policies to deal with large-scale poverty.
Britain was the first nation to industrialize. British politicians and thinkers debated the issues involved in relieving distress and in 1834 the Poor Law Amendment Act (England) significantly changed the way in which the government of the United Kingdom responded to the bulk of its poor. Four years later a similar act was passed for Ireland despite vastly different circumstances. Ireland was not industrialized. Its population was mostly rural and poor, and in many areas almost totally dependent upon a single, highly nutritious but dangerously vulnerable foodstuff - the potato. Then, in 1845, came phytophthora infestans. For five years the fungus blighted the potato crop. People died in large numbers and emigrated in droves. The population of Ireland was not just decimated, it was reduced almost by half.
The town of Gort, County Galway, was the site of the workhouse for the Gort Poor Law Union. It became the focal point for the distressed people in that part of Connaught, Ireland's poorest province, as the United Kingdom attempted to deal with the problems of relieving distress in these extraordinary circumstances. What transpired in the Gort workhouse during these years gives us evidence with which to judge the appropriateness of government efforts.© Michael D'Arcy Ryan, 199
Goals and expectations of second language learners in one-week immersion programmes
Full text linkThe purpose of this study was to examine the goals and expectations of beginner level students from the Eastern Quebec region who were participating in one-week immersion sessions in English as a second language at Bishop’s University during the summer of 1996. Special emphasis was placed on examining the global comprehension and verbal skill goals held by beginner level participants with regard to the amount of progress that they felt could be made in these areas in a short period of time such as one week.
A questionnaire consisting of a list of thirty-three levelled (beginner, intermediate, & advanced) functions in the English language and one open-ended question was issued to twenty-seven beginner level students. Post questionnaires were also administered at the end of each one-week session to obtain from students their thoughts regarding whether or not they felt that they were successful in reaching their goals as stated in Questionnaire One and any changes in these goals that may have occurred during the course of the week.
Results from this study indicated that learners often have misconceptions about the nature of a second language acquisition experience and the amount of progress that can be made in a given period of time. A majority of the participants indicated a belief that they would be able to complete all functions on Questionnaire One, regardless of their level, by the end of the week. Furthermore, when provided the opportunity to complete an open- ended question, allowing them to list any additional functions which they wished to be able to complete by the end of the week, some participants listed goals and expectations that, based on the available literature on the language acquisition process and length of time to acquire a second language, were unlikely to be achieved. Students were not asked to state the degree o f proficiency with which they expected to complete the functions and it was decided by the researcher that this presented a problem which could be addressed in further studies of this type.
When asked whether or not participants in this study felt that they had achieved the goals and expectations which they had set for themselves at the onset of the week upon completion of the immersion program, more than one half (55.5%) responded negatively and 73.3% of the 55.5% indicated a change in goals during the course of the week. Interestingly, only 40.7% o f the total population for this study stated a belief that the goals and expectations that they had set for themselves at the beginning of the week were unattainable.
In conclusion, the results of this study would indicate a need to better educate novice learners of a second language about the complexities involved in the acquisition process and the length of time required to acquire a second language. This study supports a hypotheses that learners of second language often set unrealistic goals for themselves in terms of the progress that they wish to make in a given period of time. Nevertheless, the results of this research project also indicate that upon entering into a language acquisition experience, students often realize that the goals which they have set for themselves are too high and they are able to adjust these goals accordingly.La présente recherche avait pour but d'examiner les objectifs et les attentes des étudiants de niveau débutant de la région de l'est du Québec inscrits à des cours d'immersion d'une semaine en anglais langue seconde pour débutants offerts par l'Université Bishop's au cours de l'été 1996. Nous avons étudié particulièrement les objectifs de conversation et de compréhension générale des participants de niveau débutant en regard des progrès qu'ils croyaient pouvoir réaliser dans ces domaines dans une courte période d'une semaine.
Vingt-sept étudiants de niveau débutant ont reçu un questionnaire comprenant une liste de trente-trois apprentissages établis selon le niveau (débutant, intermédiaire et avancé) en anglais, ainsi qu'une question ouverte. Un post-questionnaire était aussi remis aux étudiants à la fin de chaque cours d'une semaine. Ce questionnaire visait à recueillir l'impression des étudiants à savoir s'ils avaient réussi à atteindre les objectifs formulés dans le questionnaire n° 1; il visait aussi à connaître les éventuels changements qu'ils avaient apportés à ces objectifs pendant leur semaine de cours.
Les résultats de cette recherche indiquent que les étudiants ont souvent une idée erronée de la nature de la démarche d'apprentissage d'une langue seconde et de l'importance des progrès qu'ils peuvent accomplir dans une période de temps donnée. La majorité des participants ont indiqué qu'ils croyaient être capables de réaliser, à la fin de la semaine, la totalité des apprentissages énumérés dans le questionnaire n° 1, sans tenir compte de leur niveau. De plus, en réponse à une question ouverte qui leur permettait d'énumérer d'autres apprentissages qu'ils souhaitaient pouvoir réaliser à l'intérieur de la semaine de cours, certains participants ont énuméré des objectifs et des attentes qu'ils avaient peu de chances d'atteindre, si l'on en croit les données actuellement disponibles sur le processus d'acquisition d'une langue et sur le temps nécessaire pour acquérir une langue seconde. On ne demandait pas aux étudiants de se prononcer sur le degré de compétence qu'ils s'attendaient à atteindre dans les divers apprentissages. Nous avons conclu que cette question représentait un problème sur lequel pourraient se pencher de futures recherches du même ordre.
À la question de savoir s'ils avaient l'impression d'avoir atteint, à la fin du programme d'immersion, les objectifs et les attentes qu'ils s'étaient fixés au début de la semaine, plus de la moitié (55,5 %) des participants à la présente recherche ont répondu par la négative et 73,3 % de ces 55,5 % ont indiqué que leurs objectifs s'étaient modifiés au cours de la semaine. Il est intéressant de noter que 40,7 % seulement de la population totale des participants à cette recherche ont évalué que les objectifs et les attentes qu'ils s'étaient fixés au début de la semaine étaient inaccessibles.
En conclusion, les résultats de la présente recherche indiqueraient qu'il existe un besoin de mieux renseigner les étudiants qui s'engagent dans l'apprentissage d'une langue seconde sur la complexité du processus d'acquisition d'une langue seconde et sur le temps nécessaire pour réaliser cet apprentissage. Cette recherche confirme l'hypothèse suivant laquelle les étudiants en langue seconde se fixent souvent des objectifs irréalistes quant aux progrès qu'ils souhaitent réaliser dans une période de temps donnée. Par ailleurs, les résultats de la présente recherche démontrent aussi que, souvent, les étudiants qui s'engagent dans une démarche d'acquisition d'une langue se rendent compte que les objectifs qu'ils s'étaient d'abord fixés sont trop élevés et rajustent leurs attentes en conséquence.© Dawn M. Irving, 199
Changes in the written expression of 25 Bishop's University students after two and a half years
Full text linkAt Bishop’s University students’ writing skills are assessed on entrance through the English Writing Proficiency (EWP) test, but the writing skills of advanced students have not been studied. This study was designed to determine whether student writing at Bishop's changes over time.
To this end, twenty-five third year students wrote an essay for this study similar to the EWP test they had written on entrance. A comparison of the scores of the EWP test and the study essay shows virtually no change in the students’ writing as measured by the EWP scoring guide. However, a descriptive analysis of EWP tests and study essays, paired by author, indicates that study essays tend to have a central argument with more depth and complexity than do EWP tests which tend to be collections of thoughts about a topic.
The characteristics of the writing of these 25 students on entrance and in the middle of their third year are consistent with features of the writing of students at different stages of intellectual development, a development which results from the challenges of a liberal arts education.© Kathryn Barlow, 199
A study to assess the effectiveness of site-based teacher inservice at seven elementary schools in rural Quebec
Full text linkAssessing inservice effectiveness in today's climate of accountability involves looking further than mere teacher satisfaction. This research investigates the effectiveness of site-based computer inservice in seven elementary schools in rural Quebec. Effectiveness is assessed in terms of change in teacher practice and behaviour, enhanced student learning and inservice goals being met. This study was conducted over a seven month period utilizing a one-dimensional time-based pre-test-post-test quasi-experimental design. Sixty-one teachers responded to a pre- and post-inservice questionnaire. Computer literacy tests were administered to 151 students and fourteen teachers, pre- and post-inservice. Elite interviews were conducted with fourteen teachers after the computer inservice. All measures utilized indicated increased computer ability for both teachers and students. The findings suggest that providing site-based computer inservice, similar to that provided in this study, will have a positive effect on both teacher and student computer literacy.L'évaluation de l'efficacité de la formation en cours d'emploi, dans le climat de responsabilité d'aujourd'hui, nécessite de regarder plus loin que la seule satisfaction des professeurs. Cette recherche est une enquête sur l'efficacité de lieux de formation á l'utilisation de l'ordinateur en cours d'emploi dans sept écoles primaires au Québec rural. L'efficacité est évaluée en termes de changement dans la practique educative et le comportement des professeurs, l'amélioration du savoir des élèves et l'accomplissement des objectifs de formation en cours d'emploi. L'étude a été conduite pendant une période de sept mois utilisant un cadre uni-dimensionnel établi sur une phase séquentiel de pré-test post-test quasi- expérimental. Soixante professeurs ont respondu a un questionnaire avant et après la formation en cours d'emploi. Des examens de connaisance en informatique ont été administrés à 151 étudiants et quatorze professeurs, avant et après la formation en cours d'emploi. Des entrevues "élite" ont été conduites avec quatorze professeurs après la formation en cours d'emploi sur les ordinateurs. Tout les mesures utilisées ont indique un amélioration des connaisances en informatique à la fois des professeurs et des élèves. Les conclusions suggèrent que l'implantation de lieu de formation à l'utilisation d'ordinateur en cours d'emploi, semblabè à ceux mis en place dans cette étude, aura un effet positif sur la connaissance en informatique des professeurs et des élèves.© Susan J. Boyer, 199
Academic and social achievement in elementary multigrade classes
Full text linkThis research compares the academic and social development of students in a split- or multigrade class with the academic and social development of students in a single grade class. The study is based on the premise that split-grade classes are becoming more prevalent in our education system due to many factors, such as financial cutbacks and higher student enrolment. There are many concerns regarding the development of such a classroom environment, extending from parental and school-based concerns to provincial curriculum concerns. The approach was to test students in single grade classrooms and students in split-grade classrooms in the same grade and school and to compare the results. Initial testing was done in January to gain possible matches of students (one from each classroom situation), equivalent in both academic and social development. Retesting was done on the matched students in May/June and results were analyzed to see if there were significant differences between students in the different classroom situations. Research findings found no significant differences in students’ academic or social development between the two environments. The split-grade class, however, seemed to have more advantages for the students in terms of opportunities for further academic and social involvement, yet it was this environment that caused the most concern in parents, teachers, and the school as a whole. Past research findings on this topic supported the current research findings. Perhaps the “little red school house” was not a bad educational set-up after all.© Karen Brock-Bridges, 199
The effects of cross-age peer tutoring versus cross-age reading buddies on first graders' reading acheivement and sixth graders' self-esteem
Full text linkSecond language, first graders experience a great deal of difficulty learning to read due to difficulties in understanding the language of instruction. This study took place in the Eastern Townships in Quebec, and compared the reading achievement gains of three classes of predominately second language, first graders, and the self-esteem changes of sixth graders, over three different intervention models: peer tutoring, reading buddies, no intervention/control group. Three grade six classes were paired with three grade one classes, and intervention took place for three consecutive terms. A repeated measures 3x3 ANOVA and a repeated measures 3x2 ANOVA were used to calculate the different treatment effects over three terms (two terms), and three language conditions, English first language, bilingual, and English second language. Although no significant reading differences were found among the three treatment conditions, trends existed that favoured the groups that took part in the peer-mediated instruction.
Measures of self-esteem were taken on the grade sixes before and after treatment, using the Culture-Free Self-Esteem Inventories for Children and Adult. An ANOVA was calculated to determine if there were pretreatment self-esteem differences. These results were compared with a second ANOVA of the post treatment groups, and significant differences were found to exist in the Total self-esteem, General self-esteem and Academic self-esteem, with the reading buddies and peer tutors scoring significantly higher than the control group on all these subscales.Les élèves de première année en langue seconde éprouvent plus de difficultés dans l'apprentissage de la lecture en raison de difficultés au niveau de la compréhension de la langue d’instruction. Cette étude a été menée dans l'Estrie, au Québec, et a comparé les résultats au niveau des améliorations en lecture de trois classes d'élèves de première année, principalement de langue seconde, et les changements dans le respect de soi d'élèves de sixième année, selon trois modèles d'intervention différents: le tutorat par les pairs, les copains de lecture, et un groupe de contrôle sans intervention. Trois classes de sixième année ont été jumelées à trois classes de première année, et l'intervention a eue lieu sur une période de trois semestres consécutifs. Des ANOVA (analyse de la variance) 3x3 à mesures répétées et 3x2 à mesures répétées ont été utilisées pour calculer les différents effets du traitement pendant les trois semestres (deux semestres), et trois conditions linguistiques: anglais langue maternelle, bilingue, anglais langue seconde. Bien qu'aucune différence importante en lecture n'ait été remarquée entre les trois conditions de traitement, certaines tendances existaient qui ont favorisé les groupes participants à l'instruction par l'entremise des pairs.
Des mesures du respect de soi ont été effectuées auprès des élèves de sixième année avant et après le traitement, elon le "Culture-Free Self-Esteem Inventories for Children and Adult". Une ANOVA a été calculée afin de déterminer s'il existait des différences dans le respect de soi avant le traitement. Ces résultats ont été comparés au deuxième ANOVA des groupes ayant reçu le traitement, et des différences importantes ont été remarquées dans le respect de soi global, le respect de soi général, et le respect de soi académique, alors que les copains de lecture et le tutorat par les pairs ont obtenu des résultats supérieurs au groupe de contrôle dans toutes ces sous-échelles.© Elizabeth Gail Kreuger, 199
Coming to know : the role of the writing process and feedback in students' growth in writing.
Full text linkThe study examines students' use of the writing process, and the role peer and teacher feedback played in their development as writers. It investigated what students need to know to become effective writers and what their teachers need to know to help them develop abilities that lead to proficient writing. This research also explored the struggle a teacher experiences as she implements change in her teaching practices.
Between October and March three writing samples were collected from each of three grade six students representing strong, average and weak writers for their grade level.
Each piece of writing was analyzed for growth according to two criteria: rehearsal strategies which included prewriting activities, and revision and feedback from peers and teacher. Two students' writing showed marked progress while the writing of one showed limited improvement.
The study suggests that teacher attitudes towards the writing process and feedback plays a vital role in scaffolding students in their writing development. The study also advocates reconsidering staff development. The struggle to effect change both in attitude and in classroom practice is a challenging one for teachers.L'étude débute par l'examen de l'usage que font les étudiants du processus d'écriture ainsi que du rôle joué par la rétroaction des compères et des enseignants dans leur cheminement d'auteurs. Elle enquête sur ce que les élèves doivent connaître pour devenir des rédacteurs efficaces et sur ce que leur instituteur doit savoir pour les épauler dans le développement d'aptitudes qui résulteront en une écriture compétente. Cette étude explore également les efforts que doit faire un éducateur alors qu'il modifie ses méthodes d'enseignement.© Paulette Burke Losier, 199
Teacher expectations and student evaluation
Full text linkTeacher expectancy research has found that a teacher's evaluative consistency is affected by perceptual biases or self-fulfilling prophecies. Teachers interact more often and more positively with students for whom they have higher expectations. These higher expectations are formed from such variables as gender, ethnicity, socioeconomic status and past performance. It has been widely suggested that experimentally induced expectations, (expectations that are derived by fictitious information being given to a subject), have provided unreliable and controversial results. Furthermore, it has been observed that experimentally induced expectations were less effective than naturally induced expectations (expectations that already exist in the mind of the subject). In recent years, teacher expectation research has primarily focused on naturally occurring expectancies. The present investigation required 46 French Immersion and 46 English-Only teachers to evaluate two three-paragraph essays of written language. These essays were attributed to either a French Immersion student or an English-Only student but in reality were constructed by the investigator to be equal in their error content, word frequency and writing level. Subjects did not know that the essays were designed to be equal. Analysis centered on grading, positive and negative comments, and noted errors. The French Immersion essay received more positive evaluations than the English-Only essay by both subject groups. However, the results were not significant; adding to the controversy in the area of naturally occurring teacher expectations.© Mark A. Bridges, 199